Tài liệu SCIENTOLOGY Making the World a Better Place pptx

Second Phenomenon A misunderstood definition or a not-comprehended definition or anundefined word can even cause a person to give up studying a subject and leave a course or class.. We h

S CIENTOLOGY

Making the World a Better Place

Founded and developed by L Ron Hubbard, Scientology is an appliedreligious philosophy which offers an exact route through which anyone canregain the truth and simplicity of his spiritual self

Scientology consists of specific axioms that define the underlying causes andprinciples of existence and a vast area of observations in the humanities, aphilosophic body that literally applies to the entirety of life

This broad body of knowledge resulted in two applications of the subject:first, a technology for man to increase his spiritual awareness and attain thefreedom sought by many great philosophic teachings; and, second, a greatnumber of fundamental principles men can use to improve their lives In fact, inthis second application, Scientology offers nothing less than practical methods

to better every aspect of our existence—means to create new ways of life And

from this comes the subject matter you are about to read

Compiled from the writings of L Ron Hubbard, the data presented here is

but one of the tools which can be found in The Scientology Handbook A

comprehensive guide, the handbook contains numerous applications ofScientology which can be used to improve many other areas of life

In this booklet, the editors have augmented the data with a shortintroduction, practical exercises and examples of successful application

Courses to increase your understanding and further materials to broadenyour knowledge are available at your nearest Scientology church or mission

Many new phenomena about man and life are described in Scientology, and

so you may encounter terms in these pages you are not familiar with These aredescribed the first time they appear and in the glossary at the back of the booklet

Scientology is for use It is a practical philosophy, something one does Using this data, you can change conditions.

Millions of people who want to do something about the conditions they seearound them have applied this knowledge They know that life can be improved.And they know that Scientology works

Use what you read in these pages to help yourself and others and you willtoo

.Listings are available at www.scientology.org

Consider this for a moment: In all your schooling, did anyone ever

teach you how to study something?

Today, people are graduating school unable to read or write at a level adequate to hold a job or deal with life It is a huge problem It is not that

subjects cannot be learned; what isn’t taught is how to learn It is the

missing step in all education.

L Ron Hubbard filled this gaping hole by supplying the first and only technology of how to study He discovered the laws on which learning is based and developed workable methods for anyone to apply He called this subject “Study Technology.”

This technology provides an understanding of the basics of learning and supplies exact ways to overcome all the pitfalls one can encounter during study.

Study Technology is not speed-reading or memory tricks These have not been proven to raise one’s ability to comprehend what was studied or

to raise literacy Study Technology shows how one studies in order to comprehend a subject so one can apply it.

Contained herein is only a small portion of the entire body of Study Technology developed by Mr Hubbard Regardless, this brief overview contains fundamentals which you can use to study more effectively With

this technology, any subject can be learned by anyone.■

ith all the emphasis placed on education in our society

it is remarkable to realize that there has never been anactual technology of study or a technology of education

That sounds very far-fetched but it is true There was a

school technology, but it didn’t have too much to do

with education It consisted of the technology of how

you go to school, how you get taught and how you get

examined, but there was no actual technology of education or study.

Lacking such a technology, people find it difficult to achieve their goals

Knowing how to study is vitally important to anyone.

The first little gate that has to be opened to embark upon study is thewillingness to know If that gate remains closed, then one is liable to get intosuch things as a total memorized, word-for-word system of education, whichwill not result in the gain of any knowledge Such a system only producesgraduates who can possibly parrot back facts, but without any realunderstanding or ability to do anything with what they have been taught

For what purpose, then, does one study? Until you clarify that, you cannotmake an intelligent activity of it

Some students study for the examination The student is thinking tohimself, “How will I repeat this back when I am asked a certain question?” or

“How will I pass the examination?” That is complete folly, but unfortunately

is what many students have done in a university

Take the man who has been building houses for a long time, who one daygets an assistant who has just been trained in the university to build houses

He goes mad! The academically trained man has been studying it for years, yet knows nothing about it And the practical man doesn’t know why this is.

The reason why is that the man who just went through the universitystudied all of his materials so that he could be examined on them; he didn’tstudy them to build houses The man who has been out there on a practical

line is not necessarily superior in the long run, but he certainly is able to get

houses built, because all of his study is on the basis of “How do I apply this to

house building?” Every time he picks up an ad or literature or anything else,

he is asking the question throughout the entirety of his reading, “How can Iapply this to what I’m doing?”

That is the basic and important difference between practical study and

academic study.

This is why some people fail in practice after they graduate

Instead of looking at data and thinking, “Is this going to be on the exam?”one would do much better to ask oneself, “How can I apply this material?” or

“How can I really use this?”

By doing this a person will get much more out of what he studies and will

be able to put what he studies to actual use

The Student Who Knows All About It

On the subject of learning itself, the first datum to learn and the primary

obstacle to overcome is: You cannot study a subject if you think you know all

about it to begin with.

A student who thinks he knows all there is to know about a subject willnot be able to learn anything in it

A person might already be familiar with a subject from previousexperience and, having had success in that field, now has the idea that heknows all about it If such a person then took a course in that subject, he

would be studying through a screen of “I know all about this.”

With that obstacle in the way, one can become completely bogged down

in his studies and not make forward progress

This is true for a student of any subject

If one can decide that he does not already know everything about a subjectand can say to himself, “Here is something to study, let’s study it,” he canovercome this obstacle and be able to learn

This is a very, very important datum for any student If he understands thisand applies it, the gateway to knowledge is wide open to him

B ARRIERS

Being a successful student requires more than just a willingness to learn,

however Pitfalls do exist and students must know how to effectively learn in

order to overcome them

It has been discovered that there are three definite barriers which canblock a person’s ability to study and thus his ability to be educated Thesebarriers actually produce different sets of physical and mental reactions

If one knows and understands what these barriers are and how to handlethem, his ability to study and learn will be greatly increased

The First Barrier: Absence of Mass

In Study Technology, we refer to the mass and the significance of a subject.

By mass we mean the actual physical objects, the things of life The significance

of a subject is the meaning or ideas or theory of it

Education attempted in the absence of the mass in which the technology

will be involved is hard on a student

If you were studying about tractors, the mass would be a tractor Youcould study a textbook all about tractors, how to operate the controls, thedifferent types of attachments that can be used—in other words, all thesignificance—but can you imagine how little you would understand if youhad never actually seen a tractor?

Such an absence of mass can actually make a student feel squashed It canmake him feel bent, sort of dizzy, sort of dead, bored and exasperated

Photographs or motion pictures can be helpful because they represent apromise or hope of the mass But if one is studying about tractors, the printedpage and the spoken word are not a substitute for an actual tractor!

mass of what one is studying about can make a student feel bent, dizzy, dead, bored and exasperated The printed page is not

a substitute for the actual mass.

MASS

SIGNIFICANCE

Educating a person in a mass that he does not have and which is notavailable can produce some uncomfortable and distracting physical reactions.

If you were trying to teach someone all about tractors but you did notshow him any tractors or let him experience the mass of a tractor, he wouldwind up with a face that felt squashed, with headaches and with his stomachfeeling funny He would feel dizzy from time to time and often his eyes wouldhurt

Students of any age can run into this barrier Let us say that little Johnny

is having an awful time at school with his arithmetic You find out that he had

an arithmetic problem that involved apples, but he never had any apples onhis desk to count Get him some apples and give each one of them a number

Now he has a number of apples in front of him—there is no longer atheoretical number of apples

The point is that you could trace Johnny’s problem back to an absence ofmass and remedy it by supplying the mass; or you could supply an object or areasonable substitute

This barrier to study—the studying of something without its mass everbeing around—produces these distinctly recognizable reactions

Remedying an Absence of Mass

As not everyone studying has the actual mass available, useful tools toremedy a lack of mass have been developed These come under the subject ofdemonstration

Demonstration comes from the Latin demonstrare: “to point out, show,

prove.”

The Chambers 20th Century Dictionary includes the following definition

of demonstrate: “to teach, expound or exhibit by practical means.”

In order to supply mass, one would do a demonstration One way of

accomplishing this is with a “demonstration kit.” A “demo kit,” as it is called,

is composed of various small objects such as corks, caps, paper clips, pen tops,rubber bands, etc A student can use a demo kit to represent the things he isstudying and help him to understand concepts

If a student ran into something he couldn’t quite figure out, demonstratingthe idea with a demo kit would assist him to understand it.

Anything can be demonstrated with a demo kit: ideas, objects,interrelationships or how something works One simply uses these smallobjects to represent the various parts of something he is studying about Theobjects can be moved about in relation to each other to show the mechanicsand actions of a given concept

Another means of demonstrating something is by sketching

Someone sitting at his office desk trying to work something out can take apencil and paper and, by sketching out or drawing graphs of what he wasworking with, get a grip on it

There is a rule which goes if you cannot demonstrate something in two

dimensions, you have it wrong It is an arbitrary rule—based on judgment or

discretion—but is very workable

Demonstrating a concept with various small objects adds mass to what a person is studying This increases understanding.

This rule is used in engineering and architecture If it cannot be workedout simply and clearly in two dimensions, there is something wrong and itcouldn’t be built.

Sketching and two-dimensional representation is all part of demonstrationand of working something out

A third means of supplying mass to clarify principles is through the use of

modeling clay to make a clay demonstration, or “clay demo,” of a principle or

concept

The purpose of clay demonstration is:

1 to make the materials being studied real to the student,

2 to give a proper balance of mass and significance,

3 to teach the student to apply.

The whole theory of clay demonstrations is that they add mass

Sketching helps one to work things out.

?

Any student can use clay to demonstrate an action, definition, object orprinciple He sits at a table set up with different colors of modeling clay for hisuse He demonstrates the object or principle in clay, labeling each part The

clay shows the thing It is not just a blob of clay with a label on it Small strips

of paper are used for labels

For example, say a student wants to demonstrate a pencil He makes a thinroll of clay which is surrounded by another layer of clay—the thin roll stickingslightly out of one end On the other end goes a small cylinder of clay The roll

Objects, actions, thoughts, ideas, relationships or anything else can be demonstrated

in clay.

THO UG HT

BiL L

A R W

B LL

JO E

B L

is labeled “lead.” The outer layer is labeled “wood.” The small cylinder islabeled “rubber.”

Simplicity is the keynote

Anything can be demonstrated in clay if one works at it And just by

working on how to demonstrate it or make it into clay and labels brings about

renewed understanding

In the phrase “How do I represent it in clay?” is contained the secret of theteaching If one can represent it in clay, one understands it If one can’t, onereally doesn’t understand what it is So clay and labels work only if the term

or things are truly understood And working them out in clay brings about anunderstanding of them

Art is no object in doing clay demo work The forms are crude.

Each separate thing made in a clay demo is labeled, no matter how crudethe label is Students usually do labels on scraps of paper or light cardboardwritten on with a ballpoint When making a label, a point is put on one end,making it easy to stick the label into the clay

The procedure should go: student makes one object, labels it, makesanother object, labels it, makes a third object and puts a label on it and so on

in sequence This comes from the datum that optimum learning requires anequal balance of mass and significance and that too much of one without theother can make the student feel bad If a student makes all the masses of hisdemonstration at once, without labeling them, he is sitting there with all thosesignificances stacking up in his mind instead of putting down each one (in theform of a label) as he goes The correct procedure is to label each mass as onegoes along

Any object or principle or action can be represented by a piece of clay and

a label The mass parts are done by clay, the significance or thought parts bylabel

Directions of motion or travel are usually indicated with little arrows Thearrow can be made out of clay or it can be made as another type of label Thiscan become important Lack of clarity in the demo about which way what isgoing or which way what is flowing can make the demo unrecognizable

Clay demos must be large One of the purposes of clay demonstrations is

to make the materials being studied real to the student If a student’s clay demo is small (less mass), it may not be sufficiently real to the person Big clay

demos are more successful in terms of increasing student understanding

A well-done clay demo, which actually does demonstrate, will produce amarvelous change in the student And he will retain the data

Each of these three methods of remedying an absence of mass—using ademo kit, sketching and clay demonstrations—should be used liberally in anyeducational activity They can make a big difference in how well a studentlearns and can apply what he has studied

A person’s understanding can be assisted greatly when he works something out and puts it down in physical form.

The Second Barrier: Too Steep a Gradient

A gradient is a gradual approach to something taken step by step, level by

level, each step or level being, of itself, easily attainable—so that finally,complicated and difficult activities can be achieved with relative ease The

term gradient also applies to each of the steps taken in such an approach.

When one hits too steep a gradient in studying a subject, a sort ofconfusion or reelingness (a state of mental swaying or unsteadiness) results

This is the second barrier to study

The remedy for too steep a gradient is to cut back the gradient Find outwhen the person was not confused about what he was studying and then find

out what new action he undertook Find out what he felt he understood well just before he got all confused.

You will discover that there is something in this area—the part he’d felt heunderstood well—which he did not really understand

When this is cleared up, the student will be able to progress again

When a person is found to be terribly confused on the second action hewas supposed to know or do, it is safe to assume that he never really

understood the first action.

This barrier is most recognizable and most applicable when engaged in

doingness—performing some action or activity—as opposed to just academic

The Third—and Most Important—Barrier:

The Misunderstood Word

The third and most important barrier to study is the misunderstood word

A misunderstood word is a word which is not understood or wrongly

understood

An entirely different set of physical reactions can occur when one readspast words he does not understand Going on past a word that was notunderstood gives one a distinctly blank feeling or a washed-out feeling

A “not-there” feeling and a sort of nervous hysteria (excessive anxiety) canfollow that

The confusion or inability to grasp or learn comes after a word that the

person did not have defined and understood

The misunderstood word is much more important than the other twobarriers The misunderstood word establishes aptitude and lack of aptitude;this is what psychologists have been trying to test for years withoutrecognizing what it was

This is all that many study difficulties go back to Studying pastmisunderstood words produces such a vast range of mental effects that it itself

is the prime factor involved with stupidity and many other unwantedconditions

If a person didn’t have misunderstood words, his talent might or might not

be present, but his doingness in that subject would be present.

There are two specific phenomena which stem from misunderstoodwords

First PhenomenonWhen a student misses understanding a word, the section right after thatword is a blank in his memory

You can always trace back to the word just before the blank, get itunderstood and find miraculously that the former blank area is not now blank

in the material you are studying

It is pure magic

Have you ever had the experience of coming to the end of a page andrealizing you didn’t know what you had read? Somewhere earlier on that pageyou went past a word that you had no definition for or an incorrect definitionfor.

Here is an example: “It was found that when the crepuscule arrived thechildren were quieter and when it was not present, they were much livelier.”

What happens is you think you do not understand the whole idea, but theinability to understand comes entirely from the one word you could not

define, crepuscule, which means twilight or darkness.

Second Phenomenon

A misunderstood definition or a not-comprehended definition or anundefined word can even cause a person to give up studying a subject and

leave a course or class Leaving in this way is called a blow.

We have all known people who enthusiastically started on a course ofstudy only to find out some time later that the person dropped the study

When a person is reading down a page… …and goes past a word for which he has no definition…

…the section after the misunderstood word will be blank in his memory

The misunderstood word is the most important barrier

because it was “boring” or “it wasn’t what they thought it would be.” Theywere going to learn a skill or go to night school and get their degree but neverfollowed through No matter how reasonable their excuses, the fact is theydropped the subject or left the course This is a blow A person blows for onlyone primary reason—the misunderstood word.

A person does not necessarily blow because of the other barriers tostudy—lack of mass or too steep a gradient These simply produce physicalphenomena But the misunderstood word can cause a student to blow.There is a definite sequence of actions following a misunderstood word:When a word is not grasped, the student then goes into anoncomprehension (blankness) of things immediately after This is followed by

the student’s solution for the blank condition which is to individuate from it—

meaning to separate himself from it and withdraw from involvement with it.Now that the student is separated from the area he was studying, he doesnot really care what he does with regard to the subject or related things oractivities This is the attitude—being separate or different from—whichprecedes doing something harmful to something or someone

For example, a student in school who has gone past misunderstood words

in a course will not care about what happens in class, will probably bad-mouththe subject to his friends and may even damage class equipment or lose histextbook

However, people are basically good When an individual commits aharmful act, he then makes an effort to restrain himself from committing moreharmful acts This is followed by his finding ways he has been “wronged” byothers, in order to justify his actions, and by complaints, faultfinding and a

“look-what-you-did-to-me” attitude These factors justify, in the student’smind, a departure or blow

But most educational systems, frowning on blows as they do, cause thestudent to really withdraw himself from the study subject (whatever he wasstudying) and set up in its place mental machinery which can receive and giveback sentences and phrases A person can set up mental machinery when hebecomes disinterested in what he is doing but feels he has to continue doing it

Compass?

SCHOOL AVIATION

We now have “the quick student who somehow never applies what he

learns,” also called a glib student.

The specific phenomenon then is that a student can study some words andgive them back and yet be no participant to the action The student gets A+ onexams but can’t apply the data

The thoroughly dull (stupid) student is just stuck in the noncomprehendblankness following some misunderstood word He won’t be able todemonstrate his materials with a demo kit or in clay, and such difficulties are

a sure sign that a misunderstood word exists

The “very bright” student who yet can’t use the data is not there at all He

has long since ceased to confront (face without flinching or avoiding) thesubject matter or the subject

The cure for either of these conditions of “bright noncomprehension” or

“dull” is to find the missing word

This discovery of the importance of the misunderstood word actuallyopens the door to education And although this barrier to study has been givenlast, it is the most important one

A person often starts study

of a new subject with great eagerness.

However, if he accumulates misunderstood words, his interest wanes.

If he does not find these and get them defined, he will lose interest entirely and abandon the subject This is called a blow.

Propeller?

C LEARING

A misunderstood word will remain misunderstood until one clears the

meaning of the word Once the word is fully understood by the person, it is

said to be cleared.

The procedures used to locate and clear up words the student has

misunderstood in his studies are called Word Clearing The first thing to learn

is the exact procedure to clear any word or symbol one comes across inreading or studying that he does not understand All Word Clearingtechnology uses this procedure

Steps to Clear a Word

1 Have a dictionary to hand while reading so that you can clear anymisunderstood word or symbol you come across A simple but gooddictionary can be found that does not itself contain large words within thedefinitions of the words which themselves have to be cleared

2 When you come across a word or symbol that you do not understand,

look it up in a dictionary and look rapidly over the definitions to find the onewhich applies to the context in which the word was misunderstood Read thatdefinition and make up sentences using the word with that meaning until youhave a clear concept of that meaning of the word This could require ten ormore sentences

3 Then clear each of the other definitions of that word, using each one insentences until you clearly understand each definition

When a word has several different definitions, you cannot limit yourunderstanding of the word to one definition only and call the word

“understood.” You must be able to understand the word when, at a later date,

it is used in a different way

Don’t, however, clear the technical or specialized definitions (math,biology, etc.) or obsolete (no longer used) or archaic (ancient and no longer

in general use) definitions unless the word is being used that way in thecontext where it was misunderstood Doing so may lead off into many otherwords contained in those definitions and greatly slow one’s study progress

If a person encounters difficulty with what he is reading…

When he looks up the word in a dictionary and defines it…

…there will be a misunderstood word earlier in his text He must go back and locate the word.

…the difficulty vanishes and

he can progress.

Felis domesticus?

Felis domesticus

unreal, ima ginary

chimney 1. A flue for the smoke

or

gases from a fire 2 A glass tube

round the f lame of a la

mp 3 A ve nt [OFr LL

fluctuation n

flue (floo) n 1 a chann el or passag

e for smoke, air or gases

man his age

epers are in their

Let’s say that you are reading the sentence,

“He used to clean chimneys for a living,” and

you’re not sure what “chimneys” means.

You find it in the dictionary and look

through the definitions for the one that

applies It says “a flue for the smoke or gases

from a fire.”

You’re not sure what “flue” means so you

look that up It says “a channel or passage for

smoke, air or gases.” That fits and makes

sense, so you use it in some sentences until

you have a clear concept of it.

“Flue” in this dictionary has other

definitions, each of which you would clear

and use in sentences.

Next, read the derivation the dictionary gives for the word “flue.” Now go back to “chimney.” The definition, “a flue for the smoke or gases from a fire,” now makes sense, so you use it in sentences until you have a concept of it.

You then clear the other definitions If the dictionary you are using has specialized or obsolete definitions, you would skip them as they aren’t in common usage.

Now clear up the derivation of the word You find that “chimney” originally came from the Greek word “kaminos,” which means

“furnace.” If the word had any notes about its use, synonyms or idioms, they would all be cleared too That would be the end of clearing

“chimney.”

The above is the way any word should be cleared When words are understood, communication can take place, and with communication any given subject can be understood.

be, especial ly a large one [ OFr fluie,

a flowing]

smoke, ai g passage for air, gas or

4 The next thing to do is to clear the derivation, which is the explanation

of where the word came from originally This will help you gain a basicunderstanding of the word

5 Most dictionaries give the idioms of a word An idiom is a phrase orexpression whose meaning cannot be understood from the ordinary meanings

of the words For example, “give in” is an English idiom meaning “yield.”

Quite a few words in English have idiomatic uses and these are usually given

in a dictionary after the definitions of the word itself If there are idioms forthe word that you are clearing, they are cleared as well

6 Clear any other information given about the word, such as notes on its

usage, synonyms, etc., so as to have a full understanding of the word (Asynonym is a word which has a similar but not the same meaning to anotherword, for example, “thin” and “lean.”)

7 If you encounter a misunderstood word or symbol in the definition of

a word being cleared, you must clear it right away using this same procedureand then return to the definition you were clearing (Dictionary symbols andabbreviations are usually given in the front of the dictionary.) However, if youfind yourself spending a lot of time clearing words within definitions ofwords, you should get a simpler dictionary A good dictionary will enable you

to clear a word without having to look up a lot of other ones in the process

Simple Words

You might suppose at once that it is the big words or the technical words

which are most misunderstood

This is not the case.

Words like a, the, exist, such and other words that “everybody knows” are

found with great frequency as misunderstood words when doing WordClearing

It takes a big dictionary to define these simple words fully This is another

oddity The small dictionaries also suppose “everybody knows what that wordmeans.”

It is almost incredible to see that a university graduate has gone throughyears and years of study of complex subjects and yet does not know what “or”

or “by” or “an” means It has to be seen to be believed Yet when cleaned up,his whole education turns from a solid mass of question marks to a cleanuseful view.

A test of schoolchildren in Johannesburg, South Africa, once showed that

intelligence decreased with each new year of school!

The answer to the puzzle was simply that each year they added a few dozenmore crushing misunderstood words onto an already confused vocabularythat no one ever got them to look up

Stupidity is the effect of misunderstood words.

In those areas which give man the most trouble, you will find the mostalteration of fact, the most confused and conflicting ideas and of course thegreatest number of misunderstood words

THE EARLIEST MISUNDERSTOOD WORD IN A SUBJECT IS A KEY TOLATER MISUNDERSTOOD WORDS IN THAT SUBJECT

In studying a foreign language it is often found that the grammar words of

one’s own language that tell about the grammar in the foreign language are

basic to not being able to learn the foreign language

It is important that these words be cleared